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Alternative assessment presentation from TAH Summer 2010 workshop Seattle WA
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Key Assessment Questions
What do you know?
How do you know you know?
How do you show what you know?
What is alternative assessment?
Alternative Assessment can be any type of measurement, except multiple choice or true/false. It usually involves an extended, multi-step production tasks, such the carrying out a project, or open ended questions without a single correct answer.
http://www.miamisci.org/ph/lpexamine1.html
If anything concerns me, it's the oversimplification of something as complex as assessment. My
fear is that learning is becoming standardized. Learning is
idiosyncratic. Learning and teaching is messy stuff. It doesn't fit into bubbles.
Michele Forman, 2001 Teacher of the Year, quoted by the Associated Press
FIRSTidentify the key concepts
Identify Key Concepts
What concepts are at the intersection of what is important, and what is difficult that this PBL lesson gets students to grapple with?
What misconceptions do students have about this era that would evolve as a result of this PBL lesson?
What don’t they understand NOW that they will understand after doing the PBL lesson?
How can students show what they know?
• Products
• Concept maps
• Wiki knowledge-building
• Historical thinking questions
• Reflections
Products
Rubric for PBL products
• Central Question/Problem
• Position/Decision
• Supporting argument
• Evidence (sources)
• Audience
• Reflection
Central Question/Problem
What is the central question or problem in the scenario that is being addressed?
1 2 3 4
Identifies a relevant issue or sub-problem in the scenario
States a central question or problem in the scenario
States a clear and accurate central question or problem with reasons for its importance
Gives other possible questions or problems and tells why this is the central question or problem
Position/Decision
What position or decision has the group taken on the question and why?
1 2 3 4
Focuses on the central issue in the scenario
Answers the question or addresses the problem
Explains why this decision is better than other possible choices
Describes the process of making the decision
Supporting Argument
Why is this the best decision or position?
1 2 3 4
Explains the decision with reasons
Provides two or more logical reasons
Provides two or more reasons that, taken together, logically lead to the position
Provides at least one counter-reason to the position
Evidence/Sources
What is the evidence to support the argument for the decision or position?
1 2 3 4
Gives sources to explain the decision
Gives two or more reliable (good) sources
Gives sources to support the main parts of the argument
Gives sources that do not support the decision and tells why they were not accepted
Audience
Who is the audience? How well does the presentation communicate with this audience?
1 2 3 4
Uses vocabulary that can be understood by the audience
Gives the question, decision, argument and evidence with sources
Explains why the ideas should be important to this audience
Uses a story, or other “hook” to get the audience interested
Reflection
How did the group work together? What did the they learn about working together? What would they do differently next time?
1 2 3 4
Gives timeline of problem solving activities
Describes problems or challenges the group had
Identifies important “ah-has” for the group and explains how they happened
Describes what could have been better and lessons learned
Using the Rubric
• Planning by groups for presentations
• Peer-to-peer scoring before presentations
• Peer-to-peer scoring during presentations
• Teacher scoring of presentations
back
How would you expect product rubric ratings to change from
the 1st PBL to the 4th or 5th PBL in the year?
back
Concept Mapping as an Assessment Tool
1) Pre - make a concept map of the key concepts in the scenario – write on the links
2) Collect and copy (or save) this version 1
3) Have students improve version 1 as they work through the scenario
4) Post – submit final concept map
5) Score pre/post to see differences
Concept Map Scoring - Concepts
What are the key ideas?
1 pt for every relevant and accurate idea
2 pts for core ideas (max of 10 pts)
3 pts for all core ideas being present, 3 pts for at least two sub-ideas for a core idea
Concept Map Scoring - Links
How are the ideas related to each other?
1 pt for every accurate link that makes a proposition (link + ideas is called a proposition)
2 pts for core links (max of 10 pts)
3 pts for each accurate cross links
Concept Map Scoring - Arrangement
What does the visual convey about the whole system of ideas?
3 pts for each meaningful chunk of concepts
10 pts for overall structure if accurate
What differences would you expect in pre/post concept
maps?
http://scied.unl.edu/pages/preser/sec/articles/conceptmaps.html
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc7conc.htm
http://fie.engrng.pitt.edu/fie2004/papers/1167.pdf
http://www.learnnc.org/lp/pages/timesaver0407
http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm
Concept Mapping Tools
• Inspiration
• Gliffy (free)
• Mindomo (free)
back
Wiki Knowledge-Building
• Collaborative knowledge-building space
• A work in progress by each team
• Password protected - invitable
• Group editable
• Notifications to you as the owner of the wiki when contributions are made
• Ability to track who made contributions
http://pbwiki.com
http://wikispaces.com
back
Historical Thinking Questions
Five types of historical thinking
• Chronological thinking
• Comprehension
• Analysis and Interpretation
• Research Capabilities
• Issues – Analysis and Decision-Making
Chronological Thinking
• Which of the following lists of events preceded this situation that influenced it?
• Who of the following in the past likely influenced the current situation?
• Which of the following events/situations/policies will likely be influenced by this situation/event/policy in the future?
More Chronological Thinking
• Who of the following groups (people, notables) will be most likely to be influenced by this situation/event/policy in the future?
• What were the key events and the order in which they happened that led up to this event or are part of how it has unfolded?
• Given a timeline with data, what explains the patterns? Or what connections between past, present and future events can you make?
Historical Comprehension
• What is the best “literal meaning” of this historical passage? <give them a short passage>
• What is the best statement of the central question of this historical narrative? <give them a short passage>
• Which perspective(s) are represented in the passage? <give them a short passage>
More Historical Comprehension
• What is the best description of what this map tells us about _____? <give them the map>
• Which question can you answer from the (chart, table, pie/bar graph, flow chart, Venn diagram, or other graphic organizer)? <give them one or more of these>
Historical Analysis and Interpretation
• Who is the most likely author of the following passage?
• Which statement would (so-and-so) most likely have written?
• Which of the following statements would be considered a historical fact?
• Which of the following statements would be considered a historical interpretation?
More Historical Analysis and Interpretation
• What is most likely cause of ______?• What is the most likely effect of _______?• Given two competing historical narratives…• What would be the best way to compare them?• What is at the core of their different claims?• Which of the following is the best reason for holding
this interpretation tentative? (give brief interpretation)• Which of the following statements best captures the
historical debate about …?
Historical Research Capabilities
• Which of the following lists of sources of historical data would you consider necessary to examine the question, …?
• Which of the following questions could expect to be able to answer from …. (give a particular source like journals, birth/death records, first person accounts)
• Which of the following gaps would might you find in … (give particular sources as above)
More Historical Research Capabilities
• Given a brief description of a situation, which of the following do you think would add important contextual information?
• Given … (statements about what we know about time/place/context), which of the following would be the best historical interpretation?
Historical Issues – Analysis and Decision-Making
• Given …(a decision in context), which of the following provides the best description of historical antecedents (events, situations, or people that came before)?
• Which of the following is the best evidence that _____ is an antecedent of ______?
• Given …(description of a situation), which of the following alternative courses of action could be considered the best? Or which one would not be considered an alternative course of action?
More Historical Issues – Analysis and Decision-Making
• Given… (describe an issue), which of the following would not be considered a course of action?
• Which of the following is the best evaluation of the decision to ______?
• Which of the following methods would you consider the best course of action in the case of ______?
Use historical thinking questions for group discussion and
individual assessment
• Ask the question the types of thinking related to your PBL lesson
• Anticipate what the key misconceptions are for each question
• Score based at four levels of response – 1) descriptive + 2)evidence-based + 3)use of sources + 4) creative synthesis
back
Reflection
• Individual reflection in a blog/log
• Team blogs on progress/log
• Audio recordings, student reflection, teacher feedback
• Podcasts, vodcasts, gcasts
It doesn’t have much narrative scope - it’s a picture book!
It doesn’t have much narrative scope - it’s a picture book!
A brief tour
• Blogs http://blogspot.com/
http://www.tfce.dreamhosters.com/• Audio Recordings http://www.yackpack.com/• Podcasts http://en.wikipedia.org/wiki/Podcasting• Vodcasts
http://en.wikipedia.org/wiki/Video_podcast• Gcasts http://www.streamingmedia.com/article.asp?
id=9246&c=30
Key ideas in alternative assessment
• Make students’ thinking visible so they know what they know and don’t know and you do too
• Use visible pre – knowledge evaluation to create conversations
• Think multiple sources of data• Use pre/post and comparison groups to
gauge the effect on learning
Brad [email protected]
